Illinois English Language Proficiency Standards for English Language Learners (K-12) - Frameworks for Large-Scale State and Classroom Assessment - Overview Document

Oct 2, 2026

Uploaded by Margaret

Illinois English Language Proficiency Standards for English Language Learners (K-12) - Frameworks for Large-Scale State and Classroom Assessment presents an enhanced assessment system designed for linguistically and culturally diverse students. Adopted by the Illinois State Board of Education in February 2004, it outlines two frameworks for planning curriculum, instruction, and assessment. It explains English language proficiency standards, language domains, grade-level clusters, performance definitions, and model performance indicators, and clarifies their alignment for large-scale and classroom use.

LanguageEnglish

CategoryExam

FormatPDF

Pages80

Reading Time3 h 22 min

AccessFree to download

Introduction

Purpose and audience

Two frameworks and their foci

Key shared elements

Organization and Format of the Frameworks

Standards and language domains

Proficiency levels and performance definitions

Model performance indicators

Alignment and Enhanced Assessment System

Versatility and alignment of indicators

Enhanced assessment system

Rationale and Development Process

Rationale for the standards

Phases for developing standards and frameworks

Uses and Supporting Materials

Uses for the standards

Contributors and glossary

Source documents and feedback form

Illinois State Board of Education Rod R. Blagojevich Governor Jesse Ruiz Board Chair Dr. Randy J. Dunn Superintendent Illinois English Language Proficiency Standards for English Language Learners (K-12) Diiviisiion of Englliish Language Learniing Robin M. Lisboa Division Administrator Illinois English Language Proficiency Standards for English Language Learners K-12 FRAMEWORKS FOR LARGE-SCALE STATE AND CLASSROOM ASSESSMENT Overview Document Adopted by The Illinois State Board of Education February 2004 Developed by Margo Gottlieb, Ph. D. Lead Developer, WIDA Consortium and Director, Assessment and Evaluation Illinois Resource Center [mgottlieb@thecenterweb.org](mgottlieb@thecenterweb.org) Illinois State Board of Education Division of English Language Learning James R. Thompson Center – Suite 14-300 Chicago, Illinois 60601-3266-3169 (312) 814-3850 Table of Contents Page I. Introduction 1 II. Organization and Format of the Frameworks 2 A. The English Language Proficiency Standards 3 B. The Language Domains 3 C. The Language Proficiency Levels and Performance Definitions 4 D. The Model Performance Indicators 7 III. Alignment of the Model Performance Indicators and Versatility of the Frameworks 9 IV. An Enhanced Assessment System 9 V. Rationale for the English Language Proficiency Standards 11 VI. Designing an Assessment System: The Process of Developing English Language Proficiency Standards 12 A. Phase I: Setting the parameters for the English language proficiency standards 12 B. Phase II: Creating and reviewing the K-12 English language proficiency standards 14 C. Phase III: Developing the K-12 classroom framework 15 D. Phase IV: Augmenting the model performance indicators within the large-scale state and classroom frameworks 16 Method 1: Blending English language proficiency or academic content standards with WIDA’s model performance indicators 16 Case Study: Illinois 17 Method 2: Enhancing the model performance indicators across language domains and frameworks 19 E. Phase V: Reformatting the frameworks 22 Copyright © 2004 State of Wisconsin. All rights reserved. i VII. Uses for the English Language Proficiency Standards 22 VIII. Contributors to the Development ofWIDA’s K-12 English Language Proficiency Standards 23 IX. Glossary of Terms Associated with WIDA’s English Language Proficiency Standards 29 X. Source Documents and References 31 XI. Feedback Form 35 I. Introduction Illinois is the fifth largest state with the highest number of English Language Learners (ELLs) . The state’s English Language Proficiency Standards for English Language Learners (K-12): Frameworks for Large-scale State and Classroom Assessment is the first published product of an enhanced assessment system developed and implemented by a consortium of states. Federal grant monies available under the No Child Left Behind Act of 2001 were awarded to Wisconsin (the lead state), Delaware, and Arkansas (WIDA), the original partners, in early 2003. Within the first half-year of the project, the District of Columbia, Maine, New Hampshire, Rhode Island, and Vermont joined the team, followed by Illinois in October 2003. The Illinois State Board of Education adopted the new standards in February 2004. This document is designed for the many audiences in the field of education who are impacted by ELLs, linguistically and culturally diverse students who have been identified as having levels of English language proficiency that preclude them from accessing, processing, and acquiring unmodified grade level content in English. This audience includes: English language learners themselves as well as those with disabilities; teachers; principals; program, district, and regional administrators; test developers; teacher educators; and other stakeholders who are members of the consortium of states under the WIDA umbrella. The two frameworks that constitute this document

FAQs

What is the main purpose of the document?

It provides frameworks for planning curriculum, instruction, and assessment for English language learners in K-12, using English language proficiency standards, language domains, and proficiency levels with performance definitions and model performance indicators.

Who is the intended audience?

The document is designed for educators and education stakeholders affected by ELLs, including ELL students, teachers, principals, administrators, test developers, teacher educators, and consortium members.

How do the large-scale state and classroom frameworks differ?

The large-scale framework focuses on identifying the range of model performance indicators to generate test specifications and measures, while the classroom framework is geared toward assessing classroom-centered indicators and is more topic specific for instructional planning.

Oct 2, 2026

Uploaded by Margaret